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Dyson and Genishi (2005) suggest that in education, “as case study researchers, we are interested in how children, teachers, and other educational participants experience the world around them. What is it like to be a teacher, a learner, and a user of language and languages in particular places?” (p. 19). // A case study is a study that focuses on an individual, a group, a program, or an activity to get an in-depth look at an issue in a bounded system. It //is //bounded//// by time and place //. According to Creswell (2007), there are three variations of a case study:

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 · Single case study, which focuses on one issue and looks deeply into one bounded case   =====

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 · Collective or multiple case studies, concentrate on a single issue but examines it in many different case studies   =====

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 · Intrinsic case study looks at the case itself, such as the implementation of a new school program, and analyzes the case in a descriptive manner. =====

Stemming from Stake’s (1995) approach, Creswell (2007) suggests that there are five main procedures to a case study:

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 · Firstly, one must determine if a case study is an appropriate qualitative approach to the research question(s). A case study needs well defined case(s) with boundaries. =====

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 · Secondly, one must indicate, or identify, his/her case(s). As mentioned above, a case study can be a single case study, a collective (or multiple) case study, or an intrinsic case study. =====

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 · Thirdly, the data collection must come from multiple sources, such as observations, interviews, artifacts, and audio/audiovisual materials. =====

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 · Fourthly, after giving a detailed description of the case, one needs to decide if he/she wants to analyze the whole case with a holistic analysis or different parts of the case with an embedded analysis. After that, the researcher looks for common themes that emerge throughout. =====

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 · Lastly, the researcher concludes with the meaning of the case(s) and possible suggestions for future research. =====

The researcher must carefully consider:

 * =====  Finding an issue which is worth studying, and choosing among cases available for study.   =====
 * Should he or she study a single case or multiple cases? The researcher should select no more than four or five cases the more cases selected the less feasible it is to get into as much depth as with a single case. In addition, the researcher may be tempted to select a large number of cases so that his or her findings may be generalizable "holds little meaning for most qualitative researchers" (Glesne & Peshkin, 1992, as cited in Creswell, 2007,p.76

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 · Deciding where the study begins and ends(including amount of time spent, events and proocesses studies)can be difficult. =====

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 · Will the researcher be able to gather enough information to present a comprehensive case study? =====